For the purposes of this unit, problem-based learning and project-based learning are not differentiated.
*Due to lack of access to a class set of The Crucible, the new unit is based on the text Johnny Tremain.
Technology Integration for Meaningful Classroom Use: GAME plan
Unit on the Revolutionary Period of Literature featuring text Johnny Tremain
Duration: four weeks (including reading the text)
Grade 11, American Literature
Related Lessons: American Revolution, Boston Tea party, Paul Revere
Goals:
Problem Overview:
After reading Johnny Tremain, students apply the themes and issues portrayed within the text to modern life, and work on solutions to problems affecting many both today and historically, such as craftsmanship, pride, and disabilities. Students work in teams to make plans and develop a product targeting their chosen issue to positively impact their community.
Technology Standard:
ISTE NETS-S: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency
(9-12) Create and publish an online art gallery with examples and commentary that demonstrates an understanding of different historical periods, cultures, and countries.
(9-12) Select digital tools or resources to use for a real-world task and justify the selection base on their efficiency and effectiveness.
Content Standard:
ELA11W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
g. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.
ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.
b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (i.e., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.
ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes the features of disciplinary texts.
Prerequisite Skills:
The student will have read the text Johnny Tremain.
The student will have access to a computer with internet access, enabled with Word, and a file or device to save work.
Objectives, Outcomes, Framing Questions:
Essential Questions: How does literature help us to better understand ourselves? How does Esther Forbes still speak to a 21st century audience? What are the themes and issues in Johnny Tremain that are relevant today?
For the purposes of this unit, problem-based learning and project-based learning are not differentiated.
*Due to lack of access to a class set of The Crucible, the new unit is based on the text Johnny Tremain.Technology Integration for Meaningful Classroom Use: GAME plan
Unit on the Revolutionary Period of Literature featuring text Johnny Tremain
Duration: four weeks (including reading the text)
Grade 11, American Literature
Related Lessons: American Revolution, Boston Tea party, Paul Revere
Goals:
Problem Overview:
After reading Johnny Tremain, students apply the themes and issues portrayed within the text to modern life, and work on solutions to problems affecting many both today and historically, such as craftsmanship, pride, and disabilities. Students work in teams to make plans and develop a product targeting their chosen issue to positively impact their community.Technology Standard:
ISTE NETS-S: Creativity and Innovation, Communication and Collaboration, Research and Information Fluency(9-12) Create and publish an online art gallery with examples and commentary that demonstrates an understanding of different historical periods, cultures, and countries.
(9-12) Select digital tools or resources to use for a real-world task and justify the selection base on their efficiency and effectiveness.
Content Standard:
ELA11W3 The student uses research and technology to support writing. The student
a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources.
g. Designs and publishes documents, using such aids as advanced publishing software and graphic programs.
ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student
a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.
b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.
c. Applies knowledge of the concept that a text can contain more than one theme.
d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (i.e., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.
ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes the features of disciplinary texts.
Prerequisite Skills:
The student will have read the text Johnny Tremain.
The student will have access to a computer with internet access, enabled with Word, and a file or device to save work.
Objectives, Outcomes, Framing Questions:
Essential Questions:How does literature help us to better understand ourselves?
How does Esther Forbes still speak to a 21st century audience?
What are the themes and issues in Johnny Tremain that are relevant today?